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Module I

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Module I

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    1. Module I CTSE 503: Teaching & Learning in Urban Schools Presented by: Kristi Soong

    2. Classroom: Hoover Street Elementary, 5th Grade bi-lingual class

    3. Data Collection: Direct Observation Actually seeing a situation or behavior Teacher Question & answer sessions

    4. Rationale: Direct observation allows one to see activities occurring Speaking with the teacher gives more insight to the class and environment as a whole

    5. Evidence: Through Observation Instances that occurred while observing Jennifer Sat in the back row very quietly Never associated with others, even during group activities Her Social Studies group ignored her While practicing for a dance routine, 4 of the 5 girls practiced together, while Jennifer practiced in the corner by herself Any suggestion from Jennifer was ignored

    6. Observed Evidence continued: Jennifer never raised her hand during class Never called on Math group activity with 3 boys Ended up crying and putting her head dow Never has the appropriate books No journal, no “Too Good For Drugs” book

    7. Conversations with Teacher: “Just Shy” Kind of “Withdrawn socially from the other children” Not very confident with her English Never prepared for class

    8. Problem: Jennifer has a lack of self confidence and social skills inhibiting her from excelling in her classroom Resulting in her being shy and withdrawn from the rest of the class

    9. Shy & Withdrawn Children: “SHY” Inhibited, lacking confidence and socially anxious “WITHDRAWN” Unresponsive, uncommunicative, daydreaming Symptoms can include: Inhibition and discomfort in the presence of others Exaggerated self-concern Increasingly negative self concept/self-efficacy

    10. Theoretical Framework: Social Cognitive Theory “People are viewed as self organizing, self-reflecting and self-regulating rather then as reactive organisms”

    11. Bandura’s (1986) Conception of Reciprocal Determinism a) Personal factors in form of cognition, affect & biological event, b) Behavior and c) Environmental influences create interactions that result in triadic reciprocality

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